Paper Authors

Gad M. Ghada
California State Polytechnic University

Dr. Ghada Gad is an Assistant Professor in Construction Engineering, and the Co-Chair of the Civil Engineering Department Assessment Committee at Cal Poly Pomona. She received her PhD in Civil Engineering (Construction emphasis), from Iowa State University. Her main areas of research is in construction management focusing on contracts, procurement, project delivery methods, estimating, and risk management, in addition to the cultural aspects of construction projects. She is also an ExCEED fellow; her teaching pedagogy focuses on adopting active learning techniques in her classes, to increase student attainment and motivation beyond the classroom. She also has vast interest in program and course-based assessment techniques.

Jinsung Cho

My name is Jinsung Cho, an assistant professor of Civil Engineering Department in California State Polytechnic University Pomona. I have had more than 18 years in both academia and Civil and Construction Industry. My specialty is the behavior of underground infrastructure, Trenchless and Tunneling Technology, as well as 3D Virtual Construction Design & Management. I am a reviewer or member of several professional organizations, such as ASCE, NASTT, and ASC.

Yasser Salem

Yasser S. Salem is Associate Chair of Civil Engineering Department at California State Polytechnic University Pomona (CPP); He is the Director of Assessment at the College of Engineering. He successfully oversaw the merge of the construction engineering program to the civil engineering department. He is a program evaluator at Accreditation Board for Engineering (ABET). He is a member of the American Concrete Institute (ACI) Committee 351 foundation for equipment and Machinery. He is also the member of the American Society of Civil Engineers (ASCE) Task Force on Large Turbine Generator Foundations.

Abstract

With the ultimate goal of engineering programs to improve student learning, this paper presents the assessment framework developed, adopted, and implemented by the Construction Engineering Technology (CET) program at ABC University. The framework is set up to measure the attainment of both the Program Educational Objectives (PEOs) and Students Outcomes (SOs), as required by the Accreditation Board for Engineering and Technology (ABET). The assessment of the PEOs was conducted through indirect measures including surveys to alumni and industry advisory coucil. The assessment of SOs was conducted on a six-year cycle, in which both direct and indirect measures were used by the CET program. Direct measures included performance indicators that are drawn from both the senior project and the course work. Indirect measures included senior exit surveys, alumni surveys, and Industry Advisory Board surveys. The framework presented enabled the CET program to implement continuous improvement measures into the program, and thus, could be implemented by other construction engineering programs nationwide, both as a general assessment tool and/or to achieve ABET accreditation.

EndNote - RIS

TY - CPAPER
AB - With the ultimate goal of engineering programs to improve student learning, this paper presents the assessment framework developed, adopted, and implemented by the Construction Engineering Technology (CET) program at ABC University. The framework is set up to measure the attainment of both the Program Educational Objectives (PEOs) and Students Outcomes (SOs), as required by the Accreditation Board for Engineering and Technology (ABET). The assessment of the PEOs was conducted through indirect measures including surveys to alumni and industry advisory coucil. The assessment of SOs was conducted on a six-year cycle, in which both direct and indirect measures were used by the CET program. Direct measures included performance indicators that are drawn from both the senior project and the course work. Indirect measures included senior exit surveys, alumni surveys, and Industry Advisory Board surveys. The framework presented enabled the CET program to implement continuous improvement measures into the program, and thus, could be implemented by other construction engineering programs nationwide, both as a general assessment tool and/or to achieve ABET accreditation.
AU - Gad M. Ghada
AU - Jinsung Cho
AU - Yasser Salem
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Construction Engineering Technology Program Assessment Framework
UR - https://peer.asee.org/30221
ER -